HYIS Non-LinguisticHYIS Non-Linguistic

Spring 2009 Part IIISpring 2009 Part III

Statesville Middle SchoolStatesville Middle School

April 22, 2009April 22, 2009

““Give students a thought and Give students a thought and they’ll learn for a day. TEACH they’ll learn for a day. TEACH

them to think and they will them to think and they will learn for a lifetime.”learn for a lifetime.”

Graphic OrganizersGraphic OrganizersCombine linguistic Combine linguistic

(words/phrases) and (words/phrases) and nonlinguistic (symbols/arrows) nonlinguistic (symbols/arrows)

to represent relationshipsto represent relationships

Why??Why?? Students creating and utilizing graphic organizes Students creating and utilizing graphic organizes

causes them to causes them to elaborateelaborate on knowledge on knowledge

Students then Students then understandunderstand the content to a the content to a greater depthgreater depth

Graphic Organizers also Graphic Organizers also assist with recallassist with recall of of information.information.

The power lies in The power lies in students owning the students owning the strategystrategy… which graphic organizer fits which … which graphic organizer fits which type of informationtype of information

Six Common Patterns of Six Common Patterns of Information Organization from Information Organization from

Marzano’s ResearchMarzano’s ResearchMost information can be organized Most information can be organized

with one of the six common patterns:with one of the six common patterns: DescriptiveDescriptive Time-sequenceTime-sequence Process/cause-effectProcess/cause-effect EpisodeEpisode Generalization/principle patternsGeneralization/principle patterns Concept patternsConcept patterns

Thinking MapsThinking Maps

Many schools in our district have been Many schools in our district have been trained to teach and utilize “Thinking trained to teach and utilize “Thinking Maps.” Maps.”

These “Thinking Maps” come from the These “Thinking Maps” come from the researchresearch that identified the most that identified the most predominant thinking skills predominant thinking skills utilized byutilized by and and required of studentsrequired of students as they learn. as they learn.

Focus for SMSFocus for SMS At the 4.7.09 CASL PD, we did consensograms for At the 4.7.09 CASL PD, we did consensograms for

each Thinking Map to see which ones, as a staff, each Thinking Map to see which ones, as a staff, we needed to reviewwe needed to review

The results are:The results are: Circle MapCircle Map Double Bubble MapDouble Bubble Map Tree MapTree Map Multi-Flow MapMulti-Flow Map Bridge MapBridge Map

Examples of the other 3 types are posted in this PPT as hidden slides at the end.

You can easily access them at your convenience from my webpage.

Circle MapCircle MapDefining In ContextDefining In Context

World History

Circle Map and Caricature

Double BubbleDouble BubbleComparing and ContrastingComparing and Contrasting

Wood Working Class

East Cary Middle School

Iredell-Statesville Schools

Biology

Double Bubble

Tree MapTree MapClassifyingClassifying

Algebra

Tree Map

EXAMPLES FROM

GEAR-UP SCHOOLS TEXAS

Multi-Flow MapMulti-Flow MapCause and EffectCause and Effect

Multi-Flow: Research Tool

Bridge MapBridge MapSeeing AnalogiesSeeing Analogies

as

Bridging Ideas: Review & Focus

Other TypesOther Types

There are many other types of generic There are many other types of generic visual/graphic organizers that you visual/graphic organizers that you might use but….might use but….

The The powerpower of the “Thinking Maps” is of the “Thinking Maps” is having a having a tool box for studentstool box for students where where they understand what they are and how they understand what they are and how to use them. Hardwiring their brains….to use them. Hardwiring their brains….

KINGDOM

PHYLUM

CLASS

ORDER

FAMILY

GENUS

SPECIES

KingdomAnimalia

PhylumChordata

ClassMammalia

Order Carnivora

Family Felidae

Genus Panthera

Species tigris

Next stepsNext steps

Utilize a new graphic organizer in Utilize a new graphic organizer in your classroom instruction.your classroom instruction.

Can be a Thinking MapCan be a Thinking Map Can be another type of graphic Can be another type of graphic

organizerorganizer

Resource LinksResource Links

http://www.cheney268.com/Learning/Orgahttp://www.cheney268.com/Learning/Organizers/HistoryMapping.htmnizers/HistoryMapping.htm

http://www.inspiration.com/Examples/Inspihttp://www.inspiration.com/Examples/Inspiration#Mathration#Math

http://www.inspiration.com/Examples/Inspihttp://www.inspiration.com/Examples/Inspiration#social-studiesration#social-studies

http://www.inspiration.com/Examples/Inspihttp://www.inspiration.com/Examples/Inspiration#Language-Artsration#Language-Arts

http://www.inspiration.com/Examples/Inspihttp://www.inspiration.com/Examples/Inspiration#Scienceration#Science

Resource LinksResource Links

Yatesmilles.ccpss.net/thinkingmapsYatesmilles.ccpss.net/thinkingmaps http://freeology.com/graphicorgs/indhttp://freeology.com/graphicorgs/ind

ex.phpex.php http:www.eduplace.com/http:www.eduplace.com/

graphicorganizer/graphicorganizer/ http:www.fresno.k12.ca.us/divdept/http:www.fresno.k12.ca.us/divdept/

sscience/graphicorgan.htmsscience/graphicorgan.htm http://www.thinkingmaps.com/http://www.thinkingmaps.com/

SHARE OUT…SHARE OUT…Let the good times roll. . .Let the good times roll. . .

Take a stroll around the media center to notice the many examples of non-linguistic representations. On the sheet provided, make notes of the ones On the sheet provided, make notes of the ones you think you’d like to try and you think you’d like to try and who provided the provided the example—in case you have questions.example—in case you have questions.Enjoy the music and the snacks.Once you’ve looked at the examples and have Once you’ve looked at the examples and have done plus, deltas, you are free to go.done plus, deltas, you are free to go. A HUGE thanks to all who participated by A HUGE thanks to all who participated by sharing!!sharing!!